Emad A Alghamdi
Biographic Data
| ID | 5434876 |
|---|---|
| NAME | Emad A Alghamdi |
| GIVEN NAMES | Emad A |
| FAMILY NAME | Alghamdi |
| SIGNATURE | ALGHAMDI E A |
| AFFILIATIONS | King Abdulaziz University |
| ORCID | 0000-0002-2316-3457 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The effects of self-regulation on L2 writing achievement: Examining the mediating roles of feedback quality and task complexity
Leveraging ensemble machine learning and multimodal video complexity for better prediction of video difficulty in second language
Research into multimodal language learning has shown that video materials are engaging and effective in teaching and learning language skills. While previous studies have predominantly focused on how to make learning from video more effective, little research has been directed at estimating video content difficulty. This study, therefore, aims to examine the efficacy of developing predictive models using different configurations of ensemble machi…
Exploring Links Between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers: A Close Replication of Cheng, Matthews, Lange and McLean (2022)
Aural lexical knowledge (ALK) is crucial for second language (L2) listening. Despite its importance, there is scant research that has validly explored the relationship between ALK and L2 listening across different English as a Foreign Language (EFL) contexts. In an effort to broaden this research base, the current study closely replicates a previous study, Cheng et al. (2022), which measured single‐word ALK, phrasal verb ALK and L2 listening comp…
What makes video‐based academic lectures difficult for language learners to comprehend? The role of multimodal complexity
By taking a multidisciplinary, evidence‐based approach to modeling video difficulty, this study investigates the impact of multimodal complexity on language learners' self‐ratings of video difficulty, while simultaneously accounting for the effects of learner differences and video production styles. A set of 320 instructional videos from the corpus of second language video complexity were analyzed using sophisticated natural language processing a…
The Relative Contribution of Language Complexity to Second Language Video Lectures Difficulty Assessment
Although core in the teaching of academic language skills, little research to date has investigated what makes video‐recorded lectures difficult for language learners. As part of a larger program to develop automated videotext complexity measures, this study reports on selected dimensions of linguistic complexity to understand how they contribute to overall videotext difficulty. Based on the ratings of English language learners of 320 video lectu…
Exploring Links Between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers: A Close Replication of Cheng, Matthews, Lange and McLean (2022)
Aural lexical knowledge (ALK) is crucial for second language (L2) listening. Despite its importance, there is scant research that has validly explored the relationship between ALK and L2 listening across different English as a Foreign Language (EFL) contexts. In an effort to broaden this research base, the current study closely replicates a previous study, Cheng et al. (2022), which measured single‐word ALK, phrasal verb ALK and L2 listening comp…
The Relative Contribution of Language Complexity to Second Language Video Lectures Difficulty Assessment
Although core in the teaching of academic language skills, little research to date has investigated what makes video‐recorded lectures difficult for language learners. As part of a larger program to develop automated videotext complexity measures, this study reports on selected dimensions of linguistic complexity to understand how they contribute to overall videotext difficulty. Based on the ratings of English language learners of 320 video lectu…
Leveraging ensemble machine learning and multimodal video complexity for better prediction of video difficulty in second language
Research into multimodal language learning has shown that video materials are engaging and effective in teaching and learning language skills. While previous studies have predominantly focused on how to make learning from video more effective, little research has been directed at estimating video content difficulty. This study, therefore, aims to examine the efficacy of developing predictive models using different configurations of ensemble machi…
Exploring Links Between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers: A Close Replication of Cheng, Matthews, Lange and McLean (2022)
Aural lexical knowledge (ALK) is crucial for second language (L2) listening. Despite its importance, there is scant research that has validly explored the relationship between ALK and L2 listening across different English as a Foreign Language (EFL) contexts. In an effort to broaden this research base, the current study closely replicates a previous study, Cheng et al. (2022), which measured single‐word ALK, phrasal verb ALK and L2 listening comp…
What makes video‐based academic lectures difficult for language learners to comprehend? The role of multimodal complexity
By taking a multidisciplinary, evidence‐based approach to modeling video difficulty, this study investigates the impact of multimodal complexity on language learners' self‐ratings of video difficulty, while simultaneously accounting for the effects of learner differences and video production styles. A set of 320 instructional videos from the corpus of second language video complexity were analyzed using sophisticated natural language processing a…
The effects of self-regulation on L2 writing achievement: Examining the mediating roles of feedback quality and task complexity
Computer Science (4 works) · Linguistics (3 works) · Psychology (3 works) · Subtitles and Audiovisual Media (3 works) · Artificial Intelligence (2 works) · Machine learning (2 works) · Mathematics education (2 works) · Natural language processing (2 works) · Reading and Literacy Development (2 works) · Second Language Acquisition and Learning (2 works)